Norah Frederickson

TL;DR: The authors examined the role of trait emotional intelligence (trait EI) in academic performance and in deviant behavior at school on a sample of 650 pupils in British secondary education (mean age ≈16.5 years).

TL;DR: This paper investigated the role of trait EI in children's peer relations at school and found that pupils with high EI scores received more nominations for co-operation and leadership and fewer nominations for disruption, aggression, and dependence.

TL;DR: Higher levels of CU traits were associated with higher levels of direct bullying, over and above the association between bullying and conduct problems, and a combination of these traits appears to be a particularly potent risk factor for both direct and indirect bullying.

TL;DR: In this paper, the authors present SEN inclusion and diversity: an integrated approach Stakeholders in SEN and inclusion concepts of special educational needs Inclusion Special educational needs: developmental frameworks Section 2: Assessment in context Identification and assessment Bias and equity in assessment Assessment for learning Learning environments Section 3: Areas of need A.Communication and interaction Language Autism B.Cognition and learning Learning difficulties Literacy Mathematics C.Behaviour, emotional and social development Behavioural, emotional, and social difficulties Promoting emotional andsocial competence and well-being D.Sensory and

TL;DR: This paper explores the specificity of the relationship between rapid automatic naming and reading fluency and suggests that rapid alphanumeric naming is a highly specific predictor of reading rate and that rapid digit naming and phonological processing are distinct contributors to different aspects of reading in poor readers.